Emily

Strupp
Architecture Unit Convergence Char
Feb. 2015
CCSS for ELA

CCSS.ELA-LITERACY.RI.1.7


CCSS.ELA-LITERACY.W.1.2

CCSS.ELA-LITERACY.W.1.7


CCSS.ELA-LITERACY.W.1.8


CCSS.ELA-LITERACY.SL.1.4

CCSS.ELA-LITERACY.SL.1.5

CCSS.ELA-LITERACY.SL.1.1


CCSS.ELA-LITERACY.SL.1.2

CCSS.ELA-LITERACY.L.1.5.C


CCSS.ELA-LITERACY.L.1.5.D


CCSS for M ath

CCSS.MATH.CONTENT.1.MD.A.1


CCSS.MATH.CONTENT.1.MD.A.2

CCSS.MATH.CONTENT.1.MD.C.4


CCSS.MATH.CONTENT.1.G.A.2


PA Standards for Science and Social

Studies

3.2.1.B7

7.2.1.A

Teaching
Methods

higher
order q uestioning

have students explain
their thinking

inquiry students pose

questions and see what
can find out
they

neighborhood
walks
charts (think,
TWD

wonder,
discover)

Ongoing
assessment

Small
group work

(groups of 4) with roles

Partner work
Hands on activities

Curriculum Materials
SmartBoard
Pencils (buy and sharpen, kids
always asking)
Building materials (cardboard,
paper, tinfoil, clay?)
Spaghetti and marshmallows
Gluesticks, tape
Student writing journals
Student math journals
Crayons
Graphic organizers

MyMath Curriculum
Make a tally chart
Make and interpret a table
Make and interpret a picture graph
Make and interpret a bar graph

What

Lesson

Knowledge of Students & Context

Students on wide range of levels in math, reading,
expression, etc.
Some students have difficulty sitting still for longs
periods
Few opportunities to demonstrate additional
knowledge or conduct inquiry, but students show
signs o f w anting to
Excited about science
Will share strategies after much prompting
All live in same neighborhood, but wide variety of SES
and home situations (i.e. parents in service industry,
retail, Penn professors, foster home)
Neighborhood around school is w alkable and diverse
Students like to get up and do things (but dont often
get to do this in class)

Why

How

Educational Philosophy & Beliefs

I believe teachers should work to promote student engagement with
school curriculum and to connect instruction with students
surrounding environment and community. I hope to develop lessons
in which each student is challenged appropriately without being
regularly pushed to his or her frustration point. I want students to feel
some sense of understanding and connection with their neighborhood
and their city. I would also like to focus on communication and
expression. I want to ask students lots of questions (those that require
higher-order thinking), and I want them to be able to ask lots of
questions too. I think it is important for students to talk about
academic content with one another in order to b uild understanding.

Theories of Teaching &

Learning
Constructivism (Siegel)
Students building
understanding
Connecting to prior
understanding (Freire,
Bransford et al.)
Building on student
interest and questions
(Victor)
Understanding by Design
(Tomlinson & McTighe)
Differentiation
Multimodality
(tell/explain/ask, write,
draw, show, build)
(Gardner)
Growth mindset (Dweck):
all students can progress

Standards written out:

CCSS for ELA
CCSS.ELA-LITERACY.RI.1.7 Use illustrations and details in text to describe key ideas
CCSS.ELA-LITERACY.W.1.2 Write explanatory text with facts
CCSS.ELA-LITERACY.W.1.7 Participate in shared reading/writing projects
CCSS.ELA-LITERACY.W.1.8 Recall info from experiences and gather info from provided sources to answer a question (with
support)
CCSS.ELA-LITERACY.SL.1.4 Describe people, places, things and events with relevant details
CCSS.ELA-LITERACY.SL.1.5 Add drawings to descriptions to clarify ideas
CCSS.ELA-LITERACY.SL.1.1 Participate in collaborative conversations with diverse partners
CCSS.ELA-LITERACY.SL.1.2 Ask and answer questions about key details in a text read aloud
CCSS.ELA-LITERACY.L.1.5.C ID real-life connections to vocabulary words
CCSS.ELA-LITERACY.L.1.5.D Distinguish between adjectives differing in intensity (large, huge, etc.)

CCSS for Math
CCSS.MATH.CONTENT.1.MD.A.1 Order objects by length
CCSS.MATH.CONTENT.1.MD.A.2 Use one object as a unit to measure other objects; Understand how length is measured
CCSS.MATH.CONTENT.1.MD.C.4 Organize, represent, and interpret data
CCSS.MATH.CONTENT.1.G.A.2 Compose 2D shapes or 3D shapes to create a composite shape

PA Standards for Science and Social Studies
3.2.1.B7: Ask questions about objects, organisms, and events. Use tools to gather data.
7.2.1.A: ID physical characteristics in the community and region.